Start with Equity: From the Early Years to the Early Grades

Full report

This report focuses on learning experiences in the early years, birth through age five, and the early grades (K–5). Early learning experiences in these years can have long-lasting, life-changing effects on children; unfortunately, it is clear that the systems charged with providing those experiences are not living up to their promise.

The authors identified three key policy areas that strongly influence children’s experiences in the classroom and disproportionately disadvantage children of color and children with disabilities. They are:

• Harsh discipline and its disporportionate application
• The segregation of children with disabilities in learning settings
• The inequitable access to bilingual learning opportunities for dual language and English learners 

Each of these issue areas share the common theme of exclusion: exclusion from learning settings altogether, exclusion from inclusive learning opportunities, and exclusion from teaching models that we know work.

Addressing exclusion can transform children’s learning experiences and change their trajectories in the long term. Transformation begins with an understanding of both what we know and what we do not know.

By taking a deep dive into the data, research, and policy landscapes related to these issue areas, this report proposes a bold, actionable policy agenda to make our learning systems more equitable. For the United States to live up to its ideals, an array of social issues must be addressed—from housing and healthcare to immigration and mass incarceration. Tackling early learning and education alone is not enough, but it is a necessary step to building a more equitable society.